| Programming education is one of the key attention domains in educational informationization.The problem of "difficulty in understanding" of Boolean operation is always the focus and difficulty in programming education.Due to the lack of connection with the real world,the traditional teaching method of Boolean operation cannot meet the cognitive development level of primary school students.From the perspective of embodied learning,the human-computer interaction process of programming education is an important embodiment of embodied learning,and the connection between Boolean computation and the real world may be effectively established through the process of body participation in cognitive activities.At the same time,studies have confirmed that high embodied level may lead to better learning outcomes.Programming tools are an important carrier for children to learn programming.Different programming tools correspond to different levels of embodiment.Based on this,this study combed the classification criteria of embodied learning,and selected the most suitable classification standard of programming tools,dividing the embodied degree of programming tools into three grades: low,medium and high.Due to the limited range of low embodied programming tools and the limited number of participants in this study,this study only compared the learning effects of middle and high embodied programming tools.In terms of the evaluation of learning effect,by sorting out the evaluation indexes of learning effect in the field of embodied learning and programming education,and combining with the actual situation of this experiment,the evaluation indexes adopted in this study were finally determined to include six dimensions: learning attitude,immersion,rapport,cognitive load,work quality and learning performance.The formal experiment was carried out in Nanjing Longjiang Primary School(Mechanics Branch School)in Jiangsu Province in September 2020.The experiment lasted for one semester.The participants were two classes of students from Grade 5 of the primary school.33 students in the middle embodied level class(control class)used the CFun World AS-Block programming tool,and 34 students in the high embodied level class(experimental class)used the Booson Kit programming tool.Both classes adopted same project teaching method and teaching content.All teaching content were programming projects designed by teachers independently from easy to difficult according to Boolean operators.Prior knowledge test was conducted on the two classes before the beginning of the experiment,which showed no significant difference between the two classes in the starting point of programming.During the experiment,students recorded the learning process in detail,and the teacher scored the quality of students' works with the evaluation criteria according to students' record sheet and works' completion.At the end of the experiment,learning performance,learning attitude,immersion,rapport and cognitive load were measured.The statistical results of post-test data showed that there were no significant differences between the two classes in learning attitude,learning immersion,rapport and cognitive load,which may be related with learning emotion,motivation and environment.However,in terms of the quality of works and learning performance,the class with high embodied level was significantly better than the class with middle embodied level,which indicated that the high embodied level class had a positive influence on the Boolean operation learning of primary school students in programming education.Combined with the above research conclusions,the following teaching suggestions are put forward:(1)Design and develop suitable immersive virtual reality learning environments or devices for programming education;(2)Evaluate learning effects in multi-dimensional ways,such as memory level and transfer ability,etc.;(3)Collect data in multi-modal ways. |
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